The Effect of Scaffolding on Non-Proficient EFL Learners' Performance in an Academic Writing Class

Autor/in	Piamsai, Chatraporn
Titel	The Effect of Scaffolding on Non-Proficient EFL Learners' Performance in an Academic Writing Class
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 13 (2020) 2, S.288-305 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Academic Language; Writing Instruction; Metacognition; State Universities; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Positive Attitudes; Foreign Countries; Evaluation Criteria; Language Proficiency; Economics Education; Undergraduate Students; Accuracy; Class Activities; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Staatliche Universität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Ausland; Language skill; Language skills; Sprachkompetenz; Wirtschaftskunde
Abstract	The objective of this research is to investigate the effect of scaffolding teaching in an academic writing class where students were non-proficient writers. This was a challenging context in which identical content and assessment criteria were applied to students with various levels of proficiency. Scaffolding has long been considered an effective teaching approach to assist students in extending their competence in the Zone of Proximal Development. This study focused on academic writing in the Thai context and involved nonproficient EFL students. The participants in the study were 20 second-year Economics students enrolled in an academic writing course at a public university in Bangkok, Thailand. The teaching integrated cognitive, metacognitive and affective scaffolding into activities implemented in class. The results showed a significant improvement in the post-test scores in all aspects of writing competence, i.e. task completion, organization, lexical variety, and structural variety and accuracy. The students also revealed positive attitudes towards the use of scaffolding teaching in the writing class. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01